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Sherree Spargo S00049891

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Science and Technology

Energy:

Stage 2

Making, Detecting and Using Sound


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Rationale Science and technology plays a vital role in understanding the world we live in and provides

ways to deal with change. Consequently, an adequate teaching of science and technology

concepts is essential in developing a generation that is prepared to deal with the ever

evolving scientific and technological world. Further still it is important to not only teach the

content but to demonstrate and express positive values and attitudes of science and

technology in the hope that students will adopt these. This shows that it is beneficial to

devise units of work that relate to real life experiences such as energy. Energy is an essential

component of the world we live in therefore, it is important for students to develop a

knowledge and understanding of energy concepts from an early age. More importantly, it is

pertinent to focus on the energy that is all around us, specifically sound energy. Sound

energy occurs all around us, often going unrecognised by deeper thought. Thus it is obvious

that a unit (topic) about sound energy would provide a means for students to explore and

investigate how sound is made, detected and used in everyday life.

The unit, Communicating Sounds, is based around outcomes that allow students to develop

their knowledge and understandings of Physical Phenomena (relates to energy, space and

time) and Living Things (people, other plants and animals). Students will achieve these

outcomes primarily through the implementation of the learning processes (focusing on

investigating and designing & making, with the incorporation of Using Technology to meet

the needs of the unit). The sound concepts addressed in the unit are strengthened further

through a variety of teaching strategies (e.g. think, pair, share; concept mapping) and first

hand, problem solving experiences. Furthermore, Communicating Sounds will allow students

to gain an understanding of how sounds are produced, transmitted, received and

purposefully used. Students will use this newly acquired knowledge to design and develop a

Communicating Sounds Project – a recycled musical instrument.

Sound energy is a broad concept, stemming from the main subject of energy. There are

many sub-topics that fall under ‘energy’ including electricity, sound, heat energy, light and

shadows, force and movement and time and space. The subject matter of energy alone

incorporates its use by humans and other living things. This demonstrates the strong links

that can be made with other stage two science and technology units such as Mini-Worlds,

Stuck on You, Keeping in Touch, Sounds Great and A Look Inside (BOS, 1993). Links to units

such as these will highlight for students the ways in which the extensive areas of science

interrelate.

Additionally, there are many other links that can be made across the key learning areas

(KLAs) rather than just in science and technology. The concepts and strategies addressed in

this unit can be integrated into other KLAs such as Music with the analysis of pitch and

loudness and English through the use of text types, research and talking and listening skills.


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As with any subject, prior to teaching the unit on Communicating Sounds it is necessary to

determine the students’ ideas about sound energy. This can be determined through the use

of the assessment methods used throughout the unit. When considering students’ prior

ideas about sound energy it is useful to consider Rosalind Driver’s (1994) 3 main groups of

student conceptions regarding:

1. Those which involved the physical attributes of the object (for example the

tautness of the drum)

2. Those referring to the force needed to produce the sound (for example the

human action of beating the drum)

3. Those which involved vibrations.

These 3 groups of conceptions outline the different stages students’ may be at with their

understandings of sound. These are the suggested stages that students progress through

when coming to terms with sound concepts.

Apart from students’ progressive ideas about sound energy, they may also possess certain

misconceptions about the related concepts. “Misconceptions refers to the incorrect

explanations children (and adults) develop for the phenomena they observe” (Teacher Net,

2007). In relation to a unit on sound it is common that student misconceptions derive from

their common-sense with some logic behind them. Some common misconceptions evident

when teaching sound concepts to primary students are:

“hitting an object harder changes the pitch of the sound produced; loudness and

pitch of sounds are the same things; you can see and hear a distinct event at the

same moment; sounds can travel through empty space (a vacuum); sounds

cannot travel through liquids and solids; in wind instruments, the instrument

itself vibrates (not the internal air column) and music is strictly an art form, it has

nothing to do with science” (Hapkiewicz , 1992).

When teaching Communicating Sounds it is important for teachers to determine these

common-sense explanations, through assessment, in order to implement the teaching and

learning program effectively.

In order to overcome these misconceptions it is beneficial for teachers to determine where

students are at, adapt activities appropriately, moving from the simple to the more

complex. This has been achieved in the unit through the inclusion of the Primary

Connections 5E’s teaching and learning model. Addressing misconceptions will further

involve implementing the designed activities with an emphasis on first-hand, problem

solving experiences that focus on investigating, designing, problem-solving, interacting,

clarifying understandings, connecting, participation and reflecting.


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BIG IDEAS

Below are the relevant Big Ideas (Quality Teacher Program, 2003) that have been selected to provide a

focus for the concepts and content of the unit:

Physical Phenomena S2.4 –

Energy can exist in various forms e.g. movement, electricity, light, sound, heat.

Systems need an energy source in order to operate, e.g. food for the body, petrol for the car.

Systems, like our body, use energy when they are working.

Living Things S2.3 –

Internal organs (e.g. heart, lungs) and systems (e.g. respiratory, nervous) serve particular purposes

which help living things (animals and plants) to function and survive.

Investigating S2.7 –

Uses equipment accurately, reliably and safely.

Reports to others, using simple factual texts that have been chosen in consultation with the

teacher, e.g. information reports, procedures and explanations.

Design and Make S2.8 –

Works collaboratively to generate ideas for simple products, systems and environments.

Reflects on design ideas for simple products, systems and environments, and suggests

improvements.

Communicates ideas through annotated sketches and models and uses scale in drawings and

models.

Works collaboratively to plan and sequence major steps in design and production.

Suggests how design processes could be improved to produce better results.

Assessment

Assessment is an important aspect of any unit, providing the basis for effective teaching and learning.

This unit has utilised the appropriate, corresponding stage outcomes combined with important big

ideas relating to sound. The big ideas have provided a basis in which to formulate indicators to assist in

meaningful assessment. The unit has utilised a range of assessment involving assessment OF, FOR and

AS learning. The assessments are indicated as follows throughout the unit:

- Diagnostic assessment: allows the T to determine where the Ss are at in regards to sound, what

they need to learn and the sound concepts they need to develop.

- Formative assessment: occurs at the beginning or end of the unit, referring to the use of

assessment information to adapt teaching and learning to meet Ss needs.

Portfolio: this refers to samples of work added to the Ss assessment portfolio for the reporting

term.

Summative assessment: Involves assessing students’ acquisition on knowledge at the completion

of the unit/ concept.


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Unit: Communication Sounds Stage: Two Weeks: Six

Syllabus Outcomes

Content Strand Outcomes:

PPS2.4: Identifies various forms and sources of energy and devises systems that use energy.

LT2.3: Identifies and describes the structure and function of living things and ways in which

living things interact with other living things and their environment.

Learning Process Outcomes:

INV S2.7: Conducts investigations by observing, questioning, predicting, testing, collecting,

recording and analysing data, and drawing conclusions.

DM S2.8: Develops, implements and evaluates ideas using drawings, models and prototypes

at appropriate stages of the design process.

Values and Attitudes Outcomes:

VA 1: Demonstrates confidence in their own ability and a willingness to make and

implement decisions when investigating, designing, making and using technology.

VA 2: Exhibits curiosity and responsiveness to scientific and technological ideas and

evidence.

VA 3: Initiates scientific and technological tasks and challenges and perseveres with them to

their completion.

VA 4: Gains satisfaction from their efforts to investigate, to design, to make and to use

technology.

VA 5: Works cooperatively with others in groups on scientific and technological tasks and

challenges.

Indicators with content strand/skill

1) (PP/LT/INV) Identifies that living things use sound in many ways to communicate and

interact.

2) (PP/LT/INV) Examines how living things use their sensory organs to receive sound waves.

3) (PP/INV) Determines, records and reports on how sounds are produced by an energy

source and transmitted through mediums.

4) (PP/INV/DM) Investigates, designs and makes a recycled musical instrument that

produces sound.

5) (PP/INV/DM) Reports on communicating sounds project and wider sound concepts by

using factual texts, e.g. procedures and explanations.

6) (PP/DM) Demonstrates an ability to work as a team to accomplish set tasks.


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LEARNING TASKS

Weeks: 1 and 2 (4 hours)

Task 1: Investigate how everyday sounds are produced and transmitted.

Indicators:

1) Identifies that living things use sound in many ways to communicate and interact.

3) Determines, records and reports on how sounds are produced by an energy source and transmitted through mediums.

Assessment:

- Diagnostic assessment: allows the T to determine where the Ss are at in regards to sound, what they need to learn and the sound concepts they need

to develop.

- Formative assessment: occurs at the beginning or end of the unit, referring to the use of assessment information to adapt teaching and learning to meet

Ss needs.

Portfolio: this refers to samples of work added to the Ss assessment portfolio for the reporting term.

Summative assessment: Involves assessing students’ acquisition on knowledge at the completion of the unit/ concept.

Resources: Where indicated activities/ learning experiences are adapted from:-

Main Concepts of sound taken from Howe, A.

Howe, A. et al. (2005). Science 5-11. A Guide for Teachers. London: David Fulton Publishers.

Pettigrew, M. (2003). Music and Sound. London: Franklin Watts.

Riley, P. (2005). Sound and Vibrations. Making Sense of Science. London, Franklin.

Sadler, W. (2006). Sound: Listen Up! Great Britain: Raintree.

Singleton, G. (2004). 101 Cool Science Experiments. Victoria: Hinkler Books Pty Ltd.

Parker, S. (2005). The Science of Sound: Projects and experiments with music and sound waves. London: Heinemann.

Equipment:

- - Butchers paper. – A4 paper

- - Magazines. – Pencils.

- - Markers. – Fair test 1: radio.


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- - Sound vibration: ruler, table. – Fair test 2: bell. Water / pebble.

- - Sorting Sounds: musical instruments.

5E’s Main Concepts and content Learning Experiences

Anything that vibrates – moves rapidly back

and forth – produces sound.

There are many kinds of sounds and sources of

sound.

Sounds can be made by many different objects

such as living things, machines/ devices etc.

Sound is produced when an object vibrates.

Sound vibrations are very fast movements

backwards and forwards, or side to side.

Ruler is altered, thus the vibrations become

faster and the sound changes.

What is sound?

Collage: Communicating Sounds – using butchers paper, images and words the class creates a

collage to display their understanding and experiences of sound. This can be added to

throughout the unit (testing prior knowledge).

What sounds can you hear around you?

Ss are given a minute to close their eyes, listen and detect the different kinds of sounds around

them.

- “What sounds can you hear?”

- “How many different types of sounds can you hear?”

Class brainstorm: Sounds around us (e.g. birds, thunder, talking, frogs, traffic etc)

Discuss the sources through which these sounds derive.

How are sounds made/ produced?

1. Sound Vibrations:

Probing question: “How do you think sound is made?” (Testing prior knowledge).

Illustrative activity to engage Ss interests -> Demonstrate how sound is made through the

vibrations of a flicked ruler. T holds a ruler across the edge of a table and flicks the end of it,

making it vibrate and make a sound (see appendix 1 for investigation)

Discussion:

- “What do you notice?”

- “Why did that happen?”

T asks “what will happen now if less of the ruler hangs over the table?” Pairs investigate and

explore this concept.


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Air enters the lungs and moves through the

vocal cords to make them vibrate and produce

sound.

Encourages Ss listening skills and ways to

identify how a sound was produced.

2. Voice Vibrations:

Ss use their voices to explore how vibrations make sound, for example- Ss place two fingers on

their voice box and say “aahh”.

Ss detect different vibrations by making sounds using the sounds “oooo” and “eeee”.

3. Sorting Sounds:

T creates a series of sounds using classroom resources or musical instruments. After the

sounds, T questions Ss:

- “How are the sounds similar?”

- “How are the sounds different?”

How can we sort/ classify these sounds? (e.g. shaking, plucking, and tapping, scraping or

blowing).

Activity is repeated with Ss eyes closed. Ss verbally convey answers.

Discuss the many different ways sounds are made, placing emphasis on the outlining concept -

all sounds are vibrations.

Sounds travel away from sources getting

fainter as they do so.

Sounds travel through the air by spreading out

in a series of ripples, called sound waves. This

is caused by the air vibrating. Therefore the

sound waves become smaller as they move

away, becoming quieter and quieter.

Ss create an annotated drawing in order to determine their ideas about how sound travels from

the source to our ear (testing prior knowledge).

How far away from the sound source do you need to stand to hear no sound?

Fair test 1: Explore how far sound travels - Using a radio on low volume and a large space; (in

pairs) Ss walk slowly away from the radio until they can no longer hear it. Ss measure the

distance they have walked. Predict how far you will walk and repeat experiment using a higher

volume. (see appendix 1 for fair test 1)

Does a sound travel in more than one direction?

Investigating Models: Ss are asked “Does sound travel in more than one direction?” Ss record

their answers/ theory. Ss swap their answers with someone else and test out their theory using


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Sounds travel in all directions, outwards from

the source.

fair test 2.

Fair test 2: T rings a bell in the middle of the playground. Ss walk in many different directions to

see whether sound is heard only in one or many. (see appendix 1 for fair text 2)

Discuss:

- “Why do you think that sound can be heard in all directions?”

(T may replicate soundwaves moving in all directions by showing Ss what happens when a

pebble is dropped into a dish of water/ pond).

Evaluation:

Are the learning experiences/ activities appropriate for stage 2 students?

Were activities easily modified to cater for individual student needs?

Which activities were most effective in developing the students understanding of the sound task?

Were the activities effective in improving the students’ skills in investigating?

Were the majority of activities effective in providing hands-on, problem solving experiences?

Did the learning experiences facilitate positive values and attitudes towards individual confidence, team work and science and technology?


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Task 2: Investigate how sound is detected and how vibrations occur.

Indicators:

2) Examines how living things use their sensory organs to receive sound waves.


5) Reports on communicating sounds project and wider sound concepts by using factual texts, e.g. procedures and explanations.

6) Demonstrates an ability to work as a team to accomplish set tasks.

Assessment:


to develop.


Ss needs.











Equipment:

-Overhead (OH) -Laptops -Transferring Vibration: ping-pong ball, thread, tunning folk, sticky tape & bowl water.

-Shake that Salt: salt, large can, plastic, rubber band & smaller can. -Diagram of an ear. -Overhead Markers


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-Books: Sadler, W. (2006). Sound: Listen Up! Great Britain: Raintree. -Making a drum vibrate: Sugar, plastic, can, metal tray & spoon.


Sounds are heard when they enter the ear.

The sound enters the outer ear, travelling

down the auditory canal until it reaches the

eardrum. The eardrum vibrates and this

vibration is passed on to the three tiny ear

bones in the middle ear. This transmits

vibrations to the oval window and makes it

vibrate. The vibrations pass into a liquid

behind the oval window and move through to

the tiny hairs inside the cochlea. The hairs

vibrate, causing nerves to send message to the

brain to trigger the sensation of hearing.

When sound vibrations reach the eardrum,

they make it vibrate. This can be imitated by

making a drum vibrate without touching it.

When the drum skin vibrates, the sugar grains

bounce up and down, helping you to see the

vibrations.

How do we hear sounds?

Class mind map – “How do we hear sounds?” Class identifies ways they think our auditory

system detects sounds (testing prior knowledge).

T uses OH to display a labelled diagram of the ear. T selects Ss to label parts they are already

familiar with (testing prior knowledge) (e.g. ear flap).

T displays non-fiction book, Sound: Listen Up! (Sadler, W). T reads: How do we read? (pg 18-19).

Based on the new information and diagram presented in the book, class completes labelled

diagram on OH.

Explanation – Ss are given their own diagram of the middle/ inner ear for future reference. Ss

are to label their diagram based on the reading.

Using laptops, Ss work in small groups to create a PowerPoint presentation for an explanation on

how we hear sounds.

Ss present their PowerPoint to the class.

How do eardrums vibrate?

Exploration: Making a drum vibrate – In small groups, Ss put some sugar on a drum skin, and

hold a metal tray over the drum and hit the tray with a spoon to make sounds. (see appendix 2)

Ss observe and record their observations during the investigation.

- “What happens when the drum skin vibrates?”

Think, pair, share strategy: - Ss think about how the vibration of the drum is similar to the

vibration of an eardrum. Ss share and record their ideas with their partner and then with

another pair. Ss now have a range of possible answers.

Discussion: ideas are shared as a class.


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Sounds are made when objects vibrate but

vibrations are not always directly visible.

Anything which vibrates produces a sound

however vibrations are usually much too fast

to see, except as a blur.

The experiments show the energy in vibrations

– it is behaving like an air particle.

Sounds are heard when an object vibrates at a

frequency detectable by our ears.

The plastic vibrates, forcing the salt to bounce

up and down.

Sounds always produce vibrations, however

they are not always visible to the eye, e.g. low

notes on a piano may only vibrate 30 times a

second, yet this is to fast to see!

‘Make the invisible visible’

Class brainstorm: “When we hear a sound, why don’t we always see a vibration?” (testing

prior knowledge).

Experiment 1: Transferring Vibration – In small groups, Ss attach a ping-pong ball to one

end of a thread. Ss hold up the ball on the thread and strike the tuning folk on a table. Ss

hold the vibrating folk next to the ball. (see appendix 2 for experiment 1)

Ss record observations, using the following questions as a guide:


- “Why does the ping-pong react in this way?”

- “What do you think will happen if you place a strike tunning folk into a bowl of water?”

Ss conduct investigation.

Experiment 2: Shake that Salt – Ss work in small groups to make a drum using a can,

rubber band and plastic. Ss sprinkle salt onto the drum. Ss hold a smaller can over the

drum and tap the side of it. (see appendix 2 for experiment 2)

Ss record observations, using the following questions as a guide:

- “What do you think will happen to the salt?” (prior to activity)


- “How can you get the salt to move the most?”

Class discussion: Ss exchange and share their observations with the class. Ss share other

interesting facts they may have obtain through investigation. Ss and T discuss what

happened to the ping-pong ball and the salt:

- What can you conclude about the vibration of sounds?

Evaluation:


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Which activities were most effective in developing the students understanding of sound?

Were the activities effective in improving the students’ skills in investigating, designing and making and using technology?




Task 3: Investigate pitch and loudness of various vibrating objects and the necessity for a medium through which sound waves travel. Focus on

consolidating the content of 3 tasks to produce the Communicating Sounds Project (home/ school based assessment).

Indicators:

1) Identifies that living things use sound in many ways to communicate and interact.


4) Investigates, designs and makes a recycled musical instrument that produces sound.

5) Reports on communicating sounds project and wider sound concepts by using factual texts, e.g. procedures and explanations.

6) Demonstrates an ability to work as a team to accomplish set tasks.

Assessment:


to develop.


Ss needs.




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Equipment:

-musical instruments.

-Bottle Xylophone: 8 small jars, water.

-Waves in water: plastic cup, water tank, straw.

-Comparing sound in air, water & wood: balloon, ticking clock, water, piece of wood


The pitch and loudness of some vibrating

objects can be changed.

Sound is used for many reasons in our

environment.

Sound waves can differ in size and frequency,

leading to change in pitch and

loudness.

The faster the vibration, the higher the pitch.

Loud sounds have lots of energy and quiet

sounds have less energy.

Communication Sounds

Class Brainstorm - what is communication sound? (E.g. people talking & singing, noises, sirens

etc) (Testing prior knowledge).

Discuss: How sounds change based on purpose or emotion. For example living things use

different pitch and loudness to communicate- danger, music, excitement, anger etc; musical

instruments can create differences in pitch and loudness to alter their melody.

Exploring musical instruments.

T explains that anything you play to produce a musical sound (series of notes) is a musical

instrument.

T shows Ss a range of different instruments and discusses the difference between string, wind

and percussion instruments.


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When you tap the bottle, it and the air inside

vibrate. The emptiest bottle has the most air,

and vibrates slowest. The fullest bottle has

least air. This vibrates fastest, and produces

the highest pitch.

Experiment (design and make): Build a bottle Xylophone – (T demonstrates, Ss do) In groups of

4, Ss collect 8 small jars and add water to them, adding more water to the following jar. Jars are

placed in a row on the table. Ss gently tap each bottle. (see appendix 3 for experiment)

Observation:


- “Why does this happen?”

- “What else do you notice?”

Ss investigate how to make the notes of the musical scale: DOH, RAY, ME, FA, SO, LA, TEE,

DOH. This is achieved by adding or removing water from the jars.

Discussion: Ss share observations and discuss how musical instruments are used to

communicate different sounds (pitch/ loudness).

INTRODUCTION OF COMMUNICATING SOUNDS PROJECT (END PRODUCT) – BAND.

T informs Ss of the project they will be working on over the next two weeks. The project is a

homework project with minimum school time allocated to completion. T explains that Ss will

utilise the concepts and skills they have developed over the past four and a half weeks.

The project requires Ss to work individually and in groups of 4. Part A requires Ss to research,

design (some class time allocated) and make a musical instrument using recyclable materials (Ss

will be allocated their instrument in order to provide focus).

Part B Ss are to create a procedure (some class time allocated) that explains how to operate

their musical instrument. Additionally, Ss are to write a brief statement (some class time

allocated) explaining the concept of their instrument, e.g. Water or string vibrations, solids

wind, string or percussion instrument. (The procedure and brief statement provide combine to

form the evaluate phase of the 5E’s).

Part C involves Ss working as a group to form a band in order to make a short musical melody


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Vibrations from a sound source require a

medium through which to travel to the ear.

Sound waves travel through air, liquids and

solids (but not a vacuum).

Sound waves pass through the water in the

same way as through air. The sounds from the

straw make nearby particles of water vibrate.

The sound waves travel like ripples of pressure

through water. The sound waves pass through

the water, glass, cup and air to the ear.

and use it to produce a recording. Ss are experiment with their instrument to manipulate and

focus on pitch and loudness. Ss present their individual and group work.

T provides time for any questions or clarifications. Ss are given a copy of assessment/ criteria. Ss

are allocated to their pre-determined groups of four. Each member of the group is assigned

either: 1. Elastic Guitar, 2. Party Horn, 3. Bottle Xylophone, 4. Drum.

NB: In prior science units Ss have gained a thorough understanding and the skills required to create

a sketch, model and/or scale drawing of the task. Previous lessons within this unit have provided Ss

with the skills required to interpret and make a variety of instruments. Ss have also worked with

procedures and brief statements in other KLAs.

How does sound travel? (final lesson based on concepts)

Concept map: What materials can sound waves travel through? Ss give their ideas, T records.

(testing prior knowledge).

Experiment Circuit (several stations of each experiment set up, Ss rotate):

1. Waves in Water – In their groups Ss hold a plastic cup on the side of the tank, with its base flat

against the glass, and your ear in the open end. Your partner places a straw into the water and

makes noises into it (e.g. humming). Try hums at different pitch.

2. Comparing sound in air, water and wood – Ss put the inflated balloon next to a loudly ticking

clock and press their ear against the balloon on the other side. Ss record what they hear. Ss

repeat experiment using a water filled balloon. When is the ticking louder? Ss then put one end

of a piece of wood on the clock and put their ear on the other end. How does the sound

compare this time? (see appendix 3 for both experiments)

N.B: Prior to activities Ss predict whether or not they will hear the sounds through the materials. T

must communicate safety at all times.

Observation:

- “What did you hear?”


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Sounds cannot travel through nothing at all (a

vacuum). Robert Boyle (1627 – 1691) used an

airless jar and a bell to prove that sound could

not travel through a vacuum.

- “Which object projected the louder sound?”

- “Why do you think this happened?”

- Record your results.

Discussion: What materials does sound travel through? Do you think sounds can travel through

nothing at all?

Ss use their knowledge of sound gained

throughout the underlying concepts of the

unit.

The procedure and brief statement combine to

form the evaluate phase of the 5E’s. When

marking T will evaluate Ss reception of sound

concepts, knowledge and skills gained

throughout the unit.

Within the two weeks for this task –

Ss begin researching their instrument at home.

T provides in class time for Ss to begin their design drawing and ask for any assistance.

Class recaps design drawings and elements to consider.

At home Ss should be thinking about and collected what materials they need.

T recaps elements of a procedure and statement to assist Ss with part B. This could be

integrated into English to allow for more time.

Ss are given in class time to work as a team to complete their short musical melody. Ss use

school resources to record their melody.

Presentation –

T selects Ss to present their project (instrument, procedure & statement) to the class. Groups

then present their musical melody to their T and peers.

The presentation illustrates what Ss have learned about sound energy throughout the unit and

their Communicating Sounds Project.

Reflection –

Class sits in a circle. Each S takes a turn at sharing their strengths and difficulties throughout the

unit and project.

Evaluation:



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Overall, which activities were most effective in developing the students understanding of sound in order to produce the end product?

Were the activities effective in improving the students’ skills in investigating, designing and making and using technology?



Did the end product allow students to express what knowledge and skills they have learnt?


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References

BOS. (1992). Let’s Communicate S1 Unit. Sydney: Author.

BOS. (1993). Science and Technology K-6: Syllabus and Support Document. Sydney: Author.

Driver, R. (1994). Making Sense of Secondary Science: Research into Children’s ideas.

Retrieved 10 september, 2007, from:

http://books.google.com/books?id=X9KXAo5r7WIC&pg=PP9&dq=children%27s+responses+

to+science+and+physical+processes&sig=p0Z2hxpQrSRbE9UVuS82NK9jBaY

Hapkiewicz, A. (1992). Finding a List of Science Misconceptions. MSTA Newsletter, 38

(Winter’92), pp.11-14. Retrieved 10 September, 2007, from:

http://www.cedu.niu.edu/scied/resources/sciencemisconceptions.htm


Parker, S. (2005). The Science of Sound: Projects and experiments with music and sound

waves. London: Heinemann.


Quality Teacher Program. (2003). Supporting SciTech: The Bookshelf: Big Ideas

http://10ss.qtp.nsw.edu.au/supporting_scitech/frontpages/publication.html




Teacher Net. (2007) Teaching Methods: Children's Misconceptions. Received 10 September,

2007, from: http://www.teachernet.gov.uk/teachinginengland/detail.cfm?id=210


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APPENDICIES


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APPENDIX ONE

Task one investigations/ Experiments

Sound Vibrations: Hold a ruler across the edge of the table and flick

the end of it. The ruler vibrates and makes a sound. It is the vibration

that produces the sound. When you move the ruler so that less of

the ruler hangs over the table, the vibrations become faster and the

sound changes.

Fair test 1: How far does sound travel: Set up a radio in a large space

like a hall. Turn it on but keep the volume low. Walk slowly away

from the radio until you can no longer hear it. Now measure the

distance you have walked. Go back to the radio and turn up the

volume. Predict how far you will have to walk this time before you

can no longer hear it. Test your prediction – how accurate was it?

Fair test 2: One child could ring a bell in the middle of the

playground, whilst the rest of the class walk away in different

directions. The resulting discussion can be used to challenge the idea

that sounds only travel in one direction.


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APPENDIX TWO

Task two investigations/ Experiments

Making a drum vibrate: Put some sugar on a drum skin. This will help

you see the vibration. Now hold a metal tray over the drum and hit

the tray with a spoon. Sound waves from the tray strike the drum

skin and make it vibrate. As the drum skin vibrates, the sugar grains

bounce up and down.

Experiment 1 - Transferring Vibration: Attach a light ball, such as a

ping pong ball, to one end of a tread with a piece of sticky tape. Hold

up the ball on the thread and strike a tunning folk on a piece of

wood. Hold the vibrating folk next to the ball and see the ball vibrate.

It is behaving like an air particle. Now strike the tunning folk again

and dip the end in a bowl of water. You should see waves, and you

may even get splashed.

Experiment 2 – Shake that Salt:

You will need: rubber band, piece of plastic, large can, wooden ruler,

small can & salt.

Pull the plastic tightly over the open end of the large can.

Put the rubber band over it

Sprinkle some salt on top of the plastic.

Hold the small can close to the salt. Tap the side of the small

can with the ruler. What do you think will happen to the

salt?


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APPENDIX THREE

Task three investigations/ Experiments

Experiment – Build a bottle Xylophone:

You will need: eight small glass bottles or jars, water & wooden spoon or stick.

Pour water into each glass bottle or jar. Add more water to each one, so

the first one is nearly empty and the last one is almost full. Place the

bottles or jars in a row on a table.

Tune the xylophone. Gently tap the bottles. The sound changes, getting

higher in pitch from the emptiest bottle to the fullest. Add or remove

water to each as necessary to make the notes of the musical scale: DOH,

RAY, ME, FA, SO, LA, TEE, DOH. Now you’re ready to play a tune!

Experiment – Waves in Water:

You will need: large fish tank, paper or plastic cups, straw.

Hold a plastic cup on the side of the tank, with its base flat against the

glass, and your ear in the open end.

Your helper places the straw into the water and makes noises into it,

such as humming.

Try your hums at different volumes, and from high pitch to low.

Experiment – Comparing sound in air, water and wood:

You will need: balloons, ticking clock, piece of wood & water.

Put an inflated balloon next to a loudly ticking clock. Press you ear gently

against the balloon on the side away from the clock, and listen.

Now repeat the experiment using a balloon filled with water. When is

the ticking louder?

Finally, put one end of a piece of wood on the clock and put your ear on

the other end. How does the sound compare this time?

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